ART-BASED APPROACHES AS MINDFULNESS PRACTICES - A YEAR DRAWING: 4/23/2021
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4/23/2021
05/12/2021
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A YEAR DRAWING:
ART-BASED APPROACHES AS
MINDFULNESS PRACTICES
M A R I A L E I T E , E D . D .
C O L L E G E O F E D U C A T I O N
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WHAT TO EXPECT
Brief introduction/Background:
o Mindfulness Practices in the COE
o Mindfulness research
o Art-based related research
What about you?
o Participation throughout the session
My Journey with Arts and Mindfulness
Practice
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BACKGROUND
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COE MINDFULNESS PRACTICES (2020)
April – May 2020
Social Connection in Times of Physical Distance
June – October 2020
Fighting Systemic Racism with Compassion
Unpacking Race and Racism
Deepening Awareness of Intersectional Identities
Courage and Vulnerability
February 2021
Facing Our Fears with Kindness and Compassion
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WHAT ABOUT YOU?
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RESEARCH
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MINDFULNESS
• Enhances compassionate
response
• Mindfulness and compassion
meditation practice & Control
group
(Condon, Desbordes, Miller, &
• Incorporated to educational DeSteno, 2013)
settings
• Essential facets:
• Attention,
• Attitude,
• Intention Effectiveness in mental
• Invokes the attitude of health and well-being
curiosity and inquisitiveness outcomes of students in
(Ergas, 2019) late adolescence
(Carsley, Khoury, &
Heath, 2018)
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MINDFULNESS
Three Facets of Mindfulness (Bishop et all, 2004; Kabat-Zinn,
2005; Shapiro et al., 2012 as cited in Ergas, 2019)
• Attention – sustaining attention to the sensation
of the breath
• Attitude – foster acceptance of experience, even
if it includes inability to sustain attention
• Intention – recurrently reestablishing attention and
attitude (Intentionally)
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MINDFULNESS
Mindfulness and Compassion Meditation:
Enhance compassionate responses to suffering
(Condon, Desbordes, Miller, & DeSteno, 2013)
• In an experiment, those participants who
took part in mindfulness and compassion
meditation demonstrated enhanced
compassionate behaviors in comparison to
those in the control group.
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MINDFULNESS
• Meta-analysis 24 studies (Carsley, Khoury, &
Heath, 2018)
• Overall, mindfulness interventions were found
to be helpful (n = 3977)
• Most significant impact: Interventions - late
adolescence (15–18)
• Study contributed to:
• Providing suggestions for future applications of
mindfulness
in schools.
• Considering adaptations of mindfulness
interventions.
• Accounting for students' needs across different
developmental levels.
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ART-BASED APPROACHES FOR
MINDFULNESS
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ART-BASED APPROACHES FOR MINDFULNESS
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WHAT ABOUT YOU?
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MY JOURNEY
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DAILY DRAWING
Oil Pastel on Paper
Working from home since March 2020
Drawing routine
No intentional focus on
mindfulness practices
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FINDING PATTERNS
Examination of past experiences
Revisiting the past
Culture and previous career
No intentional focus on
mindfulness practices
Awareness of drawing as a
“meditative” activity
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FINALLY
MINDFULNESS
Watercolor Doodling
Intentional mindfulness
activity
Focused on the breath
Attention
Attitude
Intention
Writing
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WHAT CAN I SHARE?
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PILOTING PRACTICE
Mindfulness Drawing Flow
December 2020
F2F physically distancing
Masks
Yoga Flow
Subsequent Mindful
Drawing Flow
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PRACTICE
Mandalas: Mindfulness Drawing Flow
Turn off your camera
Note pad and pencil/pen
(Color pencils or crayons are optional)
Brief Body Scan
Drawing practice
• Awareness
• Compassion
• Sense of purpose
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DEBRIEFING
Mindfulness Drawing Flow - Mandalas
Turn on your camera
Share your mandala if you want
How did you do?
How did you connect with this activity in terms of attention,
attitude, and intention?
Did you set an intention (e.g., professional, personal) for
your mandala?
Did you use words?
Did you use colors?
Did you – at any moment – draw your breath?
What is your takeaway?
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RESOURCES
Research:
Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013). Meditation increases
compassionate responses to suffering. Psychological Science, 24(10), 2125–2127. https://doi.org/10.1177/0956797613485603
Carsley, D., Khoury, B. & Heath, N.L. (2018). Effectiveness of mindfulness interventions for
mental health in Schools: A comprehensive meta-analysis. Mindfulness 9, 693–707. https://doi.org/10.1007/s12671-017-0839-2
Ergas, O. (2019). Mindfulness in, as, and of education: Three roles of mindfulness in education.
In Journal of Philosophy of Education 53(2). 340-358. DOI: 10.1111/1467-9752.12349
Fang, R., Ye, S., Huangfu, J., & Calimag, D. P. (2017). Music therapy is a potential intervention
for cognition of Alzheimer's Disease: a mini-review. Translational neurodegeneration, 6(2). https://doi.org/10.1186/s40035-017-0073-9
Jung, C. G. (1972). Mandala symbolism. Princeton, N.J.: Princeton University Press.
King, R. (2018). Mindful of race: Transforming racism from the inside out.
Kuhnke, J. L. (2020). Art-based activities and adverse events: An autobiographical inquiry.
European Journal for Qualitative Research in Psychotherapy, 10, 82-92. Retrieved from
http://www.ejqrp.org/index.php/ejqrp/article/view/98
Schneider J. (2018). The Arts as a Medium for Care and Self-Care in Dementia: Arguments and
Evidence. International journal of environmental research and public health, 15(6), 1151. https://doi.org/10.3390/ijerph15061151
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RESOURCES
Activities:
Mindful Creative Muse Website: https://mindfulcreativemuse.com/
Mindful Creative Muse YouTube Channel: https://www.youtube.com/c/MindfulCreativeMuse?sub_confirmation=1
Self-Compassion Exercises: https://self-compassion.org/category/exercises/
The Nap Ministry: https://thenapministry.wordpress.com/about/
Books:
CG Jung – Mandala Symbolism (1972)
Ruth King – Mindful of Race: https://ruthking.net
Blog:
Jung Society of Utah: https://jungutah.com/blog/mandalas-symbols-of-the-self-2/
Additional Resources:
UF Arts in Medicine Resources: https://arts.ufl.edu/academics/center-for-arts-in-medicine/research-database/
Journal of Korean Medical Science: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5852419/
UF Mindfulness: https://mindfulness.ufl.edu/index.php/resources/mindfulness-in-education/
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THANK YOU
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